DI LESSON PLAN

Topic, class, and level __

_Number Patterns, Math, Grade 2___________________________

Essential Question(s): To what important concept, enduring understanding, or big idea in the
discipline does this lesson connect?
How can we use patterns to help us solve math problems?
Standards: MA, Common Core, WIDA or other Standards for this lesson or unit:
CCSS.MATH.CONTENT.2.NBT.B.5: Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/or the relationship between addition and
subtraction.
CCSS.MATH.CONTENT.2.NBT.B.7: Add and subtract within 1000, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method. Understand that in
adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and
tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Knowledge/Understandings: What should the students know and understand at the end
of this lesson?
-

Students will understand that being able to see patterns in groups of numbers clarifies
the relationship between numbers.
Students will understand that understanding patterns improves ability to solve
addition and subtraction problems.

Skills: What will the students be able to do when this lesson is over?
-

Students will be able to fluently add and subtract within 100 using strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction.
Students will be able to add and subtract within 1000, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method.
Students will be able to identify that pattern that a group of numbers follows,
continue the number patterns, and identify their own number patterns.

Assessment. (How will you check for student achievement and understanding?)
-

Were students able to add and subtract within 1000, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method?
Were students able to add and subtract within 1000, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method?
Were students able to identify that pattern that a group of numbers follows, continue
the number patterns, and identify their own number patterns?

Instructional Approach (Describe activities, allotted time, and closure)

Materials and/or on-line resources to be used
Number pattern worksheets
Hook What question or activity might spark student curiosity and motivation?
-

Teacher will lead students in a brief discussion about number patterns. What is a
pattern? Why are patterns useful? Where can we see patterns?

Activities What question/s might encourage the student to explore and discover the
content?
-

Today we are going to solve number patterns.

Teacher will restate what a number pattern is, and show examples of simple number
patterns (e.g. odd numbers, even numbers, multiples of 5, etc.).
Teacher will model how to solve an incomplete number pattern on the board.
Teacher will display a second incomplete number pattern on the board and have
students guide her through the completion of the pattern.
Teacher will give all students Worksheet A. After completing Worksheet A, they can
move on to Worksheet B, and so on. When they finish the last worksheet, they can
make up their own number patterns for their partners to solve.

Differentiation including SEI Considerations (key vocabulary, language/content

objectives, etc.)
-

Worksheets are leveled by difficulty. All students will presumably finish Worksheet
A, and then move on to other worksheets as they are able to. Students who are above
grade level should be able to finish all four worksheets. Those who are on grade level
should at least finish the second one. Those below grade level will work on the first
one and possibly the second one with a teacher.
Students who are struggling will work with a teacher for extra support.

Grouping: If you are grouping at some point during the lesson, why are you grouping?
How are you grouping?
- Students will have partners based on math level.
Sponge activity (to soak up extra time)
Math daily 5
Homework when appropriate
N/A

Wrap-up
-

How can we use math patterns to make our lives easier?

Potential Pitfalls and Reflection: What difficulties can you predict (or discovered as you
taught) that your students may find difficult or have misconceptions about? How will you
address those confusions?
Students may have difficulty understanding the two-step number patterns (e.g. -1, +2); however,
I will make sure to model two-step problems so that they are familiar with the structure of such
problems.

Number Patterns Group A

Fill in the numbers and find the number pattern in each group.
When you are done, use the back of the page to make up your
own patterns!
2, 4, 6, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 30

The pattern is ___________

5, 10, 15, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 75

The pattern is ___________

3, 6, 9, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 45

The pattern is ___________

4, 8, 12, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 60

The pattern is ___________

Number Patterns Group B

Fill in the numbers and find the number pattern in each group.
When you are done, use the back of the page to make up your
own patterns!
45, 42, 39, 36, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 3

The pattern is ___________

3, 7, 11, 15, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 59

The pattern is ___________

100, 93, 86, 79, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 2

The pattern is ___________

0, 10, 15, 25, 30, 40, ___, ___, ___, ___, ___, ___, ___, ___, 105

The pattern is ___________

Number Patterns Group C

Fill in the numbers and find the number pattern in each group.
When you are done, use the back of the page to make up your
own patterns!
23, 34, 45, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 166

The pattern is ___________

30, 29, 27, 26, 24, ___, ___, ___, ___, ___, ___, ___, ___, ___, 9

The pattern is ___________

1, 2, 4, 7, 11, ___, ___, ___, ___, ___, ___, ___, ___, ___, 106

The pattern is ___________

2, 4, 3, 5, 4, 6, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 10

The pattern is ___________

Number Patterns Group D

Fill in the numbers and find the number pattern in each group.
When you are done, use the back of the page to make up your
own patterns!
2, 4, 8, 16, ____, ____, ____, ____, ____

The pattern is ___________

3, 8, 5, 10, 7, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, 22

The pattern is ___________

100, 94, 91, 85, 82, ___, ___, ___, ___, ___, ___, ___, ___, 40

The pattern is ___________

8, ___, 24, ___, ___, 48, ___, ___, ___, ___, ___, 96, ___, ___,

The pattern is ___________